Centering Mentor Teachers in Clinically-Based Teacher Education: A Research Synthesis of U.S. Mentoring Practices

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 2
  In Roundtable Session: Centering Mentor Teachers, Transforming Residencies: Equity-Driven Mentoring and Professional Learning in SUPs

Abstract

This paper synthesizes four decades of U.S. empirical research on mentor teachers in clinically based educator preparation. While clinical experiences have become central to teacher education, the field lacks a systematic understanding of mentor teacher practices and training. Guided by sociocultural theory and a triadic model of teacher education, we reviewed over 1,000 studies and identified 17 that met rigorous criteria. Findings cluster around five themes: role clarity, the centrality of mentors, effective mentor characteristics, mentoring tools and strategies, and training. Results highlight the need to professionalize mentor teachers through clear selection criteria, sustained training, and compensation. The study calls for school-university partnerships that treat mentor teachers as full co-educators, with implications for policy, practice, and future research.

Authors

• Seth A. Parsons, George Mason University

• Kristien Zenkov, George Mason University

• Audra Parker, George Mason University

• Valeisha Ellis, Spelman College

• Danielle V. Dennis, University of Rhode Island